Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis
Author:
Funder
American Speech-Language-Hearing Foundation
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Education
Link
https://link.springer.com/content/pdf/10.1007/s11881-022-00257-1.pdf
Reference63 articles.
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2. Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society: Series B (methodological), 57(1), 289–300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.x
3. Boerma, T., & Blom, E. (2017). Assessment of bilingual children: What if testing both languages is not possible? Journal of Communication Disorders, 66, 65–76. https://doi.org/10.1016/j.jcomdis.2017.04.001
4. Castilla, A. P., Restrepo, M. A., & Perez-Leroux, A. T. (2009). Individual differences and language interdependence: A study of sequential bilingual development in Spanish-English preschool children. International Journal of Bilingual Education and Bilingualism, 12(5), 565–580. https://doi.org/10.1080/13670050802357795
5. Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L., Pruitt-Lord, S., Restrepo, M. A., & Peña, E. (2020). Beyond scores: Using converging evidence to determine speech and language Services eligibility for dual language learners. American Journal of Speech-Language Pathology, 29(3), 1116–1132. https://doi.org/10.1044/2020_AJSLP-19-00179
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